Bachelard's scientific pedagogy: a reflection in favor of the quality of teacher practice and research
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/28093 |
Resumo: | This article takes its analytical axis from the work of Gaston Bachelard in the construction of the "new scientific spirit", and is based on his epistemological contributions as they appear in his scientific pedagogy and analysis of the demise of positivism as a research framework in the Social Sciences. The text introduces Bachelard's historical epistemology, in which all knowledge is regarded as controversial, and that, therefore, old constructions must give way to new constructions. It proposes the notion of rupture to specify a more scientific way to produce science, the notion of dialectic process in the production of scientific knowledge, and the concept of knowledge as a continual process of rectification. It seeks to correlate the scientific pedagogy with pedagogical practice, and shows the possibilities of transformation in the field of teacher education and research based on a particular view of epistemology and of a critical and reflective scientific practice. A scientific pedagogy that must have its eyes on developing formative actions and on having a double perspective: education understood as a social and historical practice. These reflections lead us to articulate theory and practice, and to understand research as a creative practice. From such process should come forth our understanding of what it means to do science, of interdisciplinary practice, of the articulation between theory and practice, and of the integrated learning of research and teaching. |
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Bachelard's scientific pedagogy: a reflection in favor of the quality of teacher practice and research A pedagogia científica de Bachelard: uma reflexão a favor da qualidade da prática e da pesquisa docente EpistemologiaMetodologiaPedagogia científicaPesquisaensino e prática científicaEpistemologyMethodologyScientific pedagogyResearchteaching and scientific practice This article takes its analytical axis from the work of Gaston Bachelard in the construction of the "new scientific spirit", and is based on his epistemological contributions as they appear in his scientific pedagogy and analysis of the demise of positivism as a research framework in the Social Sciences. The text introduces Bachelard's historical epistemology, in which all knowledge is regarded as controversial, and that, therefore, old constructions must give way to new constructions. It proposes the notion of rupture to specify a more scientific way to produce science, the notion of dialectic process in the production of scientific knowledge, and the concept of knowledge as a continual process of rectification. It seeks to correlate the scientific pedagogy with pedagogical practice, and shows the possibilities of transformation in the field of teacher education and research based on a particular view of epistemology and of a critical and reflective scientific practice. A scientific pedagogy that must have its eyes on developing formative actions and on having a double perspective: education understood as a social and historical practice. These reflections lead us to articulate theory and practice, and to understand research as a creative practice. From such process should come forth our understanding of what it means to do science, of interdisciplinary practice, of the articulation between theory and practice, and of the integrated learning of research and teaching. O presente artigo foi desenvolvido tendo como eixo analítico a obra de Gaston Bachelard na construção do "novo espírito científico", tendo como referência suas contribuições epistemológicas traduzidas na pedagogia científica e análise do esgotamento do positivismo como referencial da pesquisa em Ciências Sociais. Apresenta a epistemologia histórica de Bachelard - considera que todo conhecimento é polêmico e que, nesse sentido, as construções passadas devem ceder lugar às novas construções. Propõe a noção de rupturas para indicar uma forma mais científica de produzir ciências, a noção de processo dialético na produção de conhecimento científico e a concepção de conhecimento como progresso contínuo de retificação. Busca relacionar a pedagogia científica à prática pedagógica e apresenta as possibilidades de transformação no campo da formação docente e da pesquisa, a partir de uma visão peculiar de epistemologia e de uma prática científica crítica e reflexiva. Uma pedagogia científica que deve ter como preocupação desenvolver ações formativas e estar inserida numa dupla perspectiva - a educação entendida como prática social e histórica. Tais reflexões encaminham para a articulação teoria-prática e para a compreensão da pesquisa como uma atividade criativa. Desse processo, deve resultar a compreensão do fazer científico, da prática interdisciplinar, da articulação teoria-prática e do aprendizado integrado pesquisa/ensino. Universidade de São Paulo. Faculdade de Educação2008-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2809310.1590/S1517-97022008000200010Educação e Pesquisa; v. 34 n. 2 (2008); 361-370Educação e Pesquisa; Vol. 34 No. 2 (2008); 361-370Educação e Pesquisa; Vol. 34 Núm. 2 (2008); 361-3701678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28093/29900Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessFonseca, Dirce Mendes da2014-10-24T15:46:16Zoai:revistas.usp.br:article/28093Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:46:16Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Bachelard's scientific pedagogy: a reflection in favor of the quality of teacher practice and research A pedagogia científica de Bachelard: uma reflexão a favor da qualidade da prática e da pesquisa docente |
title |
Bachelard's scientific pedagogy: a reflection in favor of the quality of teacher practice and research |
spellingShingle |
Bachelard's scientific pedagogy: a reflection in favor of the quality of teacher practice and research Fonseca, Dirce Mendes da Epistemologia Metodologia Pedagogia científica Pesquisa ensino e prática científica Epistemology Methodology Scientific pedagogy Research teaching and scientific practice |
title_short |
Bachelard's scientific pedagogy: a reflection in favor of the quality of teacher practice and research |
title_full |
Bachelard's scientific pedagogy: a reflection in favor of the quality of teacher practice and research |
title_fullStr |
Bachelard's scientific pedagogy: a reflection in favor of the quality of teacher practice and research |
title_full_unstemmed |
Bachelard's scientific pedagogy: a reflection in favor of the quality of teacher practice and research |
title_sort |
Bachelard's scientific pedagogy: a reflection in favor of the quality of teacher practice and research |
author |
Fonseca, Dirce Mendes da |
author_facet |
Fonseca, Dirce Mendes da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Fonseca, Dirce Mendes da |
dc.subject.por.fl_str_mv |
Epistemologia Metodologia Pedagogia científica Pesquisa ensino e prática científica Epistemology Methodology Scientific pedagogy Research teaching and scientific practice |
topic |
Epistemologia Metodologia Pedagogia científica Pesquisa ensino e prática científica Epistemology Methodology Scientific pedagogy Research teaching and scientific practice |
description |
This article takes its analytical axis from the work of Gaston Bachelard in the construction of the "new scientific spirit", and is based on his epistemological contributions as they appear in his scientific pedagogy and analysis of the demise of positivism as a research framework in the Social Sciences. The text introduces Bachelard's historical epistemology, in which all knowledge is regarded as controversial, and that, therefore, old constructions must give way to new constructions. It proposes the notion of rupture to specify a more scientific way to produce science, the notion of dialectic process in the production of scientific knowledge, and the concept of knowledge as a continual process of rectification. It seeks to correlate the scientific pedagogy with pedagogical practice, and shows the possibilities of transformation in the field of teacher education and research based on a particular view of epistemology and of a critical and reflective scientific practice. A scientific pedagogy that must have its eyes on developing formative actions and on having a double perspective: education understood as a social and historical practice. These reflections lead us to articulate theory and practice, and to understand research as a creative practice. From such process should come forth our understanding of what it means to do science, of interdisciplinary practice, of the articulation between theory and practice, and of the integrated learning of research and teaching. |
publishDate |
2008 |
dc.date.none.fl_str_mv |
2008-08-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28093 10.1590/S1517-97022008000200010 |
url |
https://www.revistas.usp.br/ep/article/view/28093 |
identifier_str_mv |
10.1590/S1517-97022008000200010 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28093/29900 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 34 n. 2 (2008); 361-370 Educação e Pesquisa; Vol. 34 No. 2 (2008); 361-370 Educação e Pesquisa; Vol. 34 Núm. 2 (2008); 361-370 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713808091840512 |